The rapid advancement of Information and Communication Technology (ICT) has created new opportunities for improving teaching and learning across all disciplines. Yet, in Nigeria, the teaching of Christian Religious Studies (CRS) still relies largely on traditional, teacher-centred approaches that fail to engage today’s digitally minded learners. This study explored how ICT can be integrated into CRS to enhance students’ participation, comprehension, and moral formation. Using a qualitative, descriptive, and library-based approach, the study analyzed recent literature on ICT adoption in education, with special focus on CRS in Nigerian schools. Guided by the Constructivist Learning Theory, the paper found that ICT enriches teaching by making biblical and ethical concepts more interactive and relatable. However, challenges such as inadequate infrastructure, unstable electricity supply, limited teacher competence, and cultural resistance continue to hinder effective integration. The study concludes that integrating ICT into CRS is both a pedagogical necessity and a moral opportunity. It recommends capacity-building for teachers, investment in digital infrastructure, curriculum reform, and public re-orientation to show that technology can complement, rather than conflict with, Christian moral values. If these measures are implemented, ICT can transform religious education into a more dynamic process of learning and spiritual development in Nigeria.